The Call to Academic Leadership: Personal Development & Tradeoffs

The Call to Academic Leadership:Personal Development & Tradeoffs

Walt GmelchDean & Professor

School of EducationUniversity of San Francisco

[email protected]

2

Academic Leaders Seminar On

Leadership, Teamwork, and ConflictIntroductions

Session 1: The Call to Leadership: Professional and Personal Tradeoffs• Academic Leadership Development• The Transformation from Academic to Leader• Assess Your Qualities as an Academic Leadership• Tradeoffs: Time and Stress• Advice to Academic Leaders

Break

Session 2: Team Building Simulation• Strategies for Effective Team Work

º Shared Leadershipº Open participationº Goal settingº Constructive Conflictº Consensual Decision Makingº Supportive Climateº Faculty/Staff Development

Lunch

3

Session 3: The 3 Rs of Conflict Management1. Recognize the Nature and Causes of Conflict in the Academy

•Eight Conditions in the Academy Creating Conflict•Sources of Interpersonal Influence

2. Respond to Conflict with Appropriate Style•Assess Your Personal Conflict Styles•Advantages of Conflict Styles

Break

Session 4: Conflict Management (continued)3. Resolve Conflict with Principles

•Eight Organizing Questions•Principled Negotiation Skills•Negotiation Activity•Basic Ingredients for Satisfying Resolution•Conflict Concepts and Strategies•Dealing with Difficult People

4Walter H. Gmelch, Center for Academic Leadership, University

of San Francisco

Call to Leadership

Without leadership training

Without administrative experience

Without understanding of ambiguity/conflict

Without recognition of metamorphic changes

Without awareness of the cost to scholarship


of San Francisco

ContextCollective Individual

Formal Informal

Content

Sequential Random

Fixed Time Variable Time

Sociality (Roles)Serial Role Disjunctive Role

Divestiture Investiture

University Socialization Strategies

Status Quo Innovation


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Academic Leadership Development

Reflective Practice

Conceptual Understanding

Skill Development

App

lica

tion

Grounded

Theory Practice


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Academic Leader Survey

1. Select all the items below that describe why you became an academic administrator:

a. For personal development (interesting challenge, new opportunity)

b. An opportunity to relocate at a new institution

c. To be more in control of my environment

d. For financial gain

e. Out of necessity (lack of alternative viable candidate)

f. Drafted by the dean/provost or my colleagues

g. Out of a sense of duty, it was my turn

h. Other:_____________________________________________

2. Are you willing to serve another term?

a. Yes

b. No

c. Undecided


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Academic Leader Survey (continued)

3. Given the opportunity, would you seek a higher position in administration?

a. Yes

b. No

c. Undecided

4. As a university employee, do you consider yourself to be:

a. A academic faculty member

b. An Administrator

c. Equally a faculty member and an administrator

5. When do you feel satisfied with your job?

6. When do you feel dissatisfied with your job?


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Perception of Academic Leaders’ Roles

Department Chairs

Deans

Academic Faculty Member

52%

6%

Administrator

4%

32%

Both Faculty & Administration

44%

62%


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The Transformation From Professor to Chair

Chair

Focused Solitary

Autonomy Manuscripts

Professor

Private Stability

Professing Austerity

Client

Custodian

Fragmented

Accountable

Public

Persuading

Social

Memorandum

Mobility

Prosperity


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The Metamorphosis of Academic Leaders

Leadership

From To

Managing Tasks Manipulating Symbols

Doing Imagining

Fragmented Focused

Professing Persuading

Discipline Building Coalition Building

Academic Emphasis

Personal Autonomy Institutional Responsibility

Student-Centered Learning-Centered

Knowledge Creator Information Broker

Manuscripts Memos, Policies, Positions


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The Metamorphosis of Academic Leaders (continued)

Social Orientation

From To

Personal Intimacy Social Distance

Individual Reward College Award

Autonomy Accountability

Stability Mobility

Professional Development

Individual Team

Self-directed Other-directed


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The Metamorphosis of Academic Leaders (continued)

Conflict

From To

Self Interest Community Interest

Identify

Scholar Leader

Specialist Generalist

Local Cosmopolitan

Balance in life “Getting a life”

14

Chairpersons’ Reasons for Not Seeking Deanship

Reasons Time Mentioned

Percent of Total

1. Enjoy research more

2. Like teaching better

3. Dislike administration

4. Position too stressful

5. Decisions too difficult

6. Insufficient leadership opportunities

7. Too time consuming

8. Deal with other people’s problems

9. Totally disassociated from discipline

10. Too much politics

18

17

16

5

4

4

3

3

2

2

24.3

22.9

21.6

6.8

5.4

5.4

4.1

4.1

2.7

2.7

Total 74 100.0

Source: McCarty & Reyes


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Definition of Academic Leadership

“Academic leadership is the act of building a community of scholars to set direction and achieve common purposes through the empowerment of faculty and staff”


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Condition of Effective Leadership

Building a community of

colleagues

Setting direction

Empowering others


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Academic Leadership InventoryEach of the following statements describes a certain leadership behavior, or effect that a dean might have on a college. Reach each statement carefully and decide to what extent it is an accurate description of yourself.

Extent that the statement characterizes you . . . Little to no

Slight Mod-erate

Great Very Great

Dimension 1 (BC) 1 2 3 4 5

I show I care about others. ڤ ڤ ڤ ڤ ڤ

I show concern for the feelings of others. ڤ ڤ ڤ ڤ ڤ

I involve others in new ideas and projects. ڤ ڤ ڤ ڤ ڤ

I support effective coordination by working cooperatively with others. ڤ ڤ ڤ ڤ ڤ

I communicate feelings as well as ideas. ڤ ڤ ڤ ڤ ڤ

I treat others with respect regardless of position. ڤ ڤ ڤ ڤ ڤ

I provide opportunities for people to share ideas and information. ڤ ڤ ڤ ڤ ڤ

I make others feel a part of the group or organization. ڤ ڤ ڤ ڤ ڤ

Total Score

Dimension 2 (SD) 1 2 3 4 5

I communicate clear sense of priorities. ڤ ڤ ڤ ڤ ڤ

I encourage others to share their ideas of the future. ڤ ڤ ڤ ڤ ڤ

I engage others to collaborate in defining a vision. ڤ ڤ ڤ ڤ ڤ

I willingly put myself out front to advance group goals. ڤ ڤ ڤ ڤ ڤ

I have plans that extend beyond the immediate future. ڤ ڤ ڤ ڤ ڤ

I am oriented toward actions rather than maintaining the status quo. ڤ ڤ ڤ ڤ ڤ


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Dean’s Leadership Inventory (Continued)

I consider how a specific plan of action might be extended to benefit otheres.

ڤ ڤ ڤ ڤ ڤ

I act on the basis that what I do will have an impact. ڤ ڤ ڤ ڤ ڤ

Total Score

Dimension 3 (EO) 1 2 3 4 5

I make sure people have the resources they need to do a good job. ڤ ڤ ڤ ڤ ڤ

I reward people fairly for their efforts. ڤ ڤ ڤ ڤ ڤ

I provide information people need to effectively plan and do their work. ڤ ڤ ڤ ڤ ڤ

I recognize and acknowledge good performance. ڤ ڤ ڤ ڤ ڤ

I help people get the knowledge and skills they need to perform effectively.

ڤ ڤ ڤ ڤ ڤ

I express appreciation when people perform well. ڤ ڤ ڤ ڤ ڤ

I make sure that people know what to expect in return for accomplishing goals.

ڤ ڤ ڤ ڤ ڤ

I share power and influence with others. ڤ ڤ ڤ ڤ ڤ

Total Score:


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Qualities of Effective Leadership


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Trade-offs in Academic Leadership1. Trade-offs act like a ledger – a credit is countered with a debit.

2. Personal and professional trade-offs vie for the same resource –time.

3. Trade-offs can create dissatisfaction with personal and professional lives.

4. Too many trade-offs in one direction create an imbalance – stress.

5. Trade-offs change with age, tenure, position, time . . .

6. The clearer the distinction between academic and administrative roles and goals, the less conflict between trade-offs.


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Figure 8.1

A Day in the Life of a Department ChairBrevity, Variety, Fragmentation and Live Action


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A Day in the Life of a DeanUnrelenting Pace, Fragmentation, Task and Work Orientation, Intense Interaction, and Networking

[1] Adapted from J.F.L. Jackson, Decanal Work (unpublished doctoral dissertation, Iowa State University, 2000). Percentages adjusted after omitting times for personal appointments and breaks.


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Table 1

Professor to Department Chair:Percent Change in Use of Time

MORE TIME (Credit)

LESS TIME

(Debit)

SAME TIME

(No change)

PROFESSIONAL TIME

1. Research Writing

2. Current Discipline

3. Teaching

4. Service

5. Student Contact

6. Inside Colleague Contact

7. Outside Colleague Contact

2%

2%

4%

35%

20%

34%

16%

88%

82%

78%

25%

49%

28%

38%

9%

15%

18%

38%

29%

42%

44%

PERSONAL TIME

1. Family

2. Friends

3. Leisure Time

4. Civic Activities

2%

1%

1%

7%

65%

65%

77%

38%

33%

41%

22%

53%


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PercentChairs

Reporting Loss of Time

FIGURE 1Satisfaction of Department Chairs with Less Time for

Professional and Personal Activities(Percent of Chairs Reporting Loss of Time)


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Time Management Matrix

I II

III IV

Urgent Not Urgent

ImportantContributes to mission, values,

and high-priority goals.

UrgentImplies immediate attention.


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Six Point Scholarship Protection Plan

1. Enter with research agenda

2. Build a research team

3. Consult your faculty

4. Negotiate with your dean

5. Rely on your staff

6. Find a HIPO Hideout

27

Stressful Professions

1. Physician

2. Administrative Professor

3. Dispatcher

4. Administrator

5. Air Traffic Controller

6. Blue Collar Supervisor

7. Professor

28

Academic Administrator StressContributors

Hours WorkedUnwanted OvertimeQuantitative OverloadType A Behavior

AbsorbersParticipationJob SatisfactionPerson – Environment FitSocial Support


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Top Department Chair Stressors1. Insufficient time to keep current

2. Gaining Financial support for programs

3. Evaluating faculty performance

4. Attending meetings

5. Too heavy a workload

6. Academic career progress not adequate

7. Writing letters, memos and other paperwork

8. Imposing excessively high self expectations

9. Preparing manuscripts

10. Meeting deadlines for reports


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Academic Leader’s 4-Way Stress Test

Questions to ask yourself:

1. Identify with identity?

2. Comfort with conflict?

3. Focus on HIPOS?

4. Got a life?


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Department Chair Roles

Faculty Developer

Manager

Leader

Scholar

Exercise 1.2Department Chair Role

A. Listed below are 24 typical duties of department chairs. Please answer the following questions for each of the duties listed. How Important to you is

eachchair duty?

How Important to you is each chair duty?

Low High Low High

Leader Faculty Development

Coordinate Departmental activities with constituents

1 2 3 4 5 Encourage professional development efforts of faculty

1 2 3 4 5

Plan and evaluate curriculum development

1 2 3 4 5 Encourage faculty research and publication

1 2 3 4 5

Solicit ideas to improve the department

1 2 3 4 5 Recruit and select faculty 1 2 3 4 5

Represent the department at professional meetings

1 2 3 4 5 Maintain conductive work climate, including reducing conflicts

1 2 3 4 5

Provide informal faculty leadership

1 2 3 4 5 Evaluate faculty performance 1 2 3 4 5

Develop and initiate long-range vision and departmental goals

1 2 3 4 5 Represent department to administration

1 2 3 4 5

TOTAL

TOTALWalter H. Gmelch, Center for Academic Leadership, University of San Francisco 32


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Scholar Manager

Obtain resources for personal research

1 2 3 4 5 Prepare and propose budgets 1 2 3 4 5

Maintain research program and associated professional activities

1 2 3 4 5 Plan and conduct department meeting

1 2 3 4 5

Remain current within academic discipline

1 2 3 4 5 Manage department resources (finances, facilities, equipment)

1 2 3 4 5

Obtain and manage external funds

1 2 3 4 5 Assure the maintenance of accurate department records

1 2 3 4 5

Select and supervise graduate students

1 2 3 4 5 Manage non-academia staff 1 2 3 4 5

Teach and advise students 1 2 3 4 5 Assign teaching, research, and other related duties

1 2 3 4 5

Exercise 1.2Department Chair Role (continued)

TOTAL TOTAL


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Department Chair Role Orientation ScoringThe Department Chair Orientation Instrument is keyed to four different roles department

chairs perform.

B. Add your total score for each role. Plot your scores on the appropriate axes below, then connect the points with straight lines to get a visual representation of your dominant and back-up chair orientations.


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Types of Department Chairs

Department chairs who play instruments are musical chairs.

Those who overdress are upholstered chairs.

Those who kick back and do nothing are recliner chairs.

Those who collapse under pressure are folding chairs.

Those unsteady on their feet are rocking chairs.

Those who lazily go through the motions are lounge chairs.

Those who have not standards are easy chairs.

Those who always complain are beach chairs.

Those who write devastating reports are electric chairs.

And those who dump on others are just plain stools.


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1. Know yourself – enlarge your arena

2. Communicate in all directions

3. Manage your molecule

4. It’s not about me – serve others

5. Enhance leadership and learning

6. Hallucinate – see the vision vertically and

horizontally

Academic Leaders’s Survival Skills


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Time Management Molecule

Boss

Internal OthersYouExternal Others

Staff


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Working with the Dean Worksheet

I work well with the Dean when:

•••

I do not work well with the Dean when:

•••


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Strategies for Managing Your Boss

Communicate, Communicate, Communicate

Be Prepared and Well-documented

Personalize the Professional Relationship

Balance Faculty Advocacy & Administrative

Support – Daily

Give Yourself Personal Distance


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The Credible Chair

Honest (truthful, ethical, trustworthy)

Competent (capable, productive, effective)

Inspiring (enthusiastic, positive, optimistic)

Forward Looking (decisive, provide direction)


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Advice to New Academic Leaders1. Be clear why you want to be department chair/dean.2. Become centered in your philosophy, values and beliefs. 3. Pay attention to national issues. 4. Develop a college-wide perspective.5. Build a multi-layered support network.6. Develop your faculty team.7. Identify a mentor.8. Take time for professional development.9. Continue/your strong academic record.10. Play well with others – collaborate.11. Find personal/professional and scholar/leader balance.12. Take care of yourself – physically, socially, intellectually.

42

Double Agent

Foster Teamwork

Focus on Teaching

Commitment to Quality

Strong Leadership

Conditions for Departmental Renewal

Source: Pew Policy Perspectives

43

What Would Executives Change in Their Lives

The three most common answers:

1. Take more time to be reflective.

2. Understand more deeply what really gave them

satisfaction.

3. Take more risks.

Source: Parker Palmer

The New Dean’s Rite of Passage

Engagement Separation Transition Incorporation Re-Engagement

Professional Plateau

Exhilaration

Esteem Relief

Disengagement

Disidentification

Disenchantment

Disorientation

Valley of Despair

Taking hold

Immersion

Reshaping

Consolidation

Refinement

Professional Plateau

Equilibrium Exhilaration to Exhaustion

Chaos/Isolation Renewal (Action and Learning)

Equilibrium

STAGE

RESPONSE

TRANSITION EVENT:

Contract Signing

FarewellSpeech

Leader’s Convocation

New Leader

CH

AN

GE

Con

text

Con

tent

Soci

alit

yId

enti

ty

Walter H. Gmelch, Center for Academic Leadership, University of San Francisco44


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Dean Loop: “Zoom to Doom”

High

Low

Com

pete

nce/

Eff

ecti

vene

ss

High LowCommitment (time, learning, skills, interest)

0 10

“Mandate of Heaven”

Learn

ing cu

rve

Est

ablis

hed

“Seldin’s slide”

Tyranny of competence

Time in Years5

“Good Dean”

“New Dean”

“Damn Dean”

“Doomed Dean”


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Legacy Worksheet

How do you want to be remembered as a leader?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Call to Academic Leadership: Personal Development & Tradeoffs

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